Determining the Depth of an Introductory Undergraduate Research Experience

• In Event: Roundtable Session 30
  In Roundtable Session: Science Education in Higher Ed

Abstract

Research indicated that students who covered one science topic in depth in high school experienced greater success in college science courses. This project developed a new instrument to assess the depth of a science experience based on the theoretical framework of Bloom’s taxonomy. Fourteen teams were followed through an introductory, guided-research experience. The instrument (named DOSE) was used to assess the extent to which students had an in-depth research experience in one area of science. Cronbach’s Alpha indicated internal consistency for the instrument. In general, students rated their experiences at a higher cognitive level than mentors. The project’s next step is to test the instrument in science classes and laboratories to establish a baseline for the depth of science experience.

Authors

• Brittany D Smith, Middle Tennessee State University

• Jennifer Yantz

• Ginger Rowell, Middle Tennessee State University

• Thomas Cheatham, Middle Tennessee State University

• Chris Stephens, Middle Tennessee State University